BSc Hons Building Surveying Part Time 2021/22€¦ · environmental/energy appraisal of buildings,...

AQE October 2017 Page 1 of 23

Course Specification

A. Course Information Final award title(s)

BSc (Hons) Building Surveying

Intermediate exit award title(s)

UCAS Code

Course Code(s)

4596 FT; 4595 PT

London South Bank University

School ☐ ASC ☐ ACI ☒ BEA ☐ BUS ☐ ENG ☐ HSC ☐ LSS

Division Construction Property & Surveying

Course Directors Navpreet Chohan, Evan Owen-Powell

Delivery site(s) for course(s)

☒ Southwark ☐ Havering

☐ Other: please specify

Mode(s) of delivery ☒Full time ☒Part time ☐other please specify

Length of course/start and finish dates

Mode Length years Start - month Finish - month

Full time 3 Years September July

Full time with

placement/

sandwich year

Part time 5 Years September July

Part time with

Placement/

sandwich year

Is this course generally suitable for students on a Tier 4 visa?

Please complete the International Office questionnaire

Yes No

Students are advised that the structure/nature of the course is suitable for those on a Tier 4

visa but other factors will be taken into account before a CAS number is allocated.

Approval dates:

Course(s) validated / Subject to validation

2002

Course specification last updated and signed off

September 2020

Professional, Statutory & Regulatory Body accreditation

Accredited by Royal Institution of Chartered Surveyors (RICS)


Reference points: Internal Corporate Strategy 2015-2020 Academic Quality and Enhancement Manual School Strategy LSBU Academic Regulations

External QAA Quality Code for Higher Education 2013 Framework for Higher Education Qualifications Subject Benchmark Statements (Dated) PSRB Competitions and Markets Authority SEEC Level Descriptors 2016

B. Course Aims and Features Distinctive features of course

This course is aimed at students who wish to obtain an undergraduate degree in surveying accredited by the Royal Institution of Chartered Surveyors. It focuses on the core skills that are needed to become a building surveyor. The course modules are measured by examination and assessments, and are constantly reviewed to meet any changes that may be required to meet the industries needs for graduate surveyors in terms of: sustainability, environmental/energy appraisal of buildings, legislative changes in terms of building regulation matters, fire safety in buildings, contract administration and procurement.

Course Aims

The BSc (Hons) Building Surveying aims to: 1. Produce graduates who are equipped to take up responsible

professional employment as surveyors and managers in the construction and property industries.

2. Maintain recognition and accreditation by the Royal Institution of Chartered Surveyors.

3. Develop the intellectual and practical skills of the student to enable the collection, analysis, interpretation and understanding of information related to land and buildings.

4. Produce graduates who will take a holistic and imaginative perspective on problems.

5. Engender in students a willingness to embrace change, to be flexible and to think laterally.

6. Foster in students a reflective approach towards their studies of British construction and real estate by affording them an opportunity for comparative international studies.

7. Produce graduates equipped to play leading roles in multidisciplinary teams within the real estate and construction sectors.

8. Prepare students for employment in leading surveying, property and construction organisations.

Course Learning Outcomes

a) Students will have knowledge and understanding of:

A1 The essential concepts, principles and theories of disciplines that contribute to the study of real estate and construction, i.e.:

• Law – the legal system, torts, contract, land law, construction law and environmental law


• Technology in the widest sense but in particular ICT, building design and technology

• Economics set in the contemporary social and political context and providing a basis for subsequent financial studies

• Business management including finance and accounts, project management

• Land use and environmental aspects.

A2 The political, economic and social contexts, and historic and international perspectives:

• Within which land and property are planned, evaluated, developed, maintained and managed

• In relation to the function and management of organisations

• Risk and uncertainty in relation to decisions affecting real estate and construction.

A3 Demonstrate a deeper understanding of concepts and knowledge in one

area of surveying studied for the award as a structured course of modules in the following specialist areas:

• Building surveying

• Real estate (valuation)/commercial and residential property

• Construction/QS

• The professional and ethical responsibilities of surveyors.

b) Students will develop their intellectual skills such that they are

able to:

B1 Assemble information and data from a variety of sources (and disciplines) and discern and establish connections.

B2 Synthesise and evaluate primary and/or secondary data. B3 Critically analyse literature on real estate, construction and related

areas. B4 Identify and analyse an issue/problem and evaluate pertinent evidence. B5 Plan, conduct and report on an individual research course. B6 Take a holistic approach to solving problems, applying processional

judgements to balance risks, costs, benefits, safety, aesthetics and environmental impact.

B7 Reflect on experience and transfer knowledge and skills from one context to another.

B8 Evaluate the potential effects of changes in ICT on working practices.

c) Students will acquire and develop practical skills such that they are able to:

C1 Select and apply appropriate computational techniques and/or software packages relevant to real estate and construction and to specialisms within this sector.

C2 Design, use and analyse employing resources and study methods. C3 Interpret qualitative and quantitative data.


C4 Demonstrate awareness of the significance of scale and measurement as applied to sites and buildings.

C5 Use and interpret maps, plans and drawings.

d) Students will acquire and develop transferrable skills such that

they are able to:

D1 Communicate effectively by oral, written and visual means. D2 Apply statistical and numerical skills. D3 Use information and communication technology. D4 Work effectively as a member of a team. D5 Manage time. D6 Learn independently with a spirit of critical enquiry.

C. Teaching and Learning Strategy

Acquisition of A1 and A2 are through a combination of lectures, seminars, tutorials and practical classes, coursework and project work at Levels 4 to 6. Awareness of A3 is introduced in lectures and seminars and developed through coursework assignments and project work at Levels 4 to 6. Intellectual skills are developed through the teaching and learning course outlined above. B1, B2 and B3 are acquired and developed through a combination of class exercises, seminars, coursework and project work assignments at Levels 4 to 6. B4 is acquired and developed through individual and group assignments and projects at Levels 4 to 6. B5 is particularly acquired through the conduct of the Dissertation at Level 6. Coursework assignments throughout the course prepare students for this. B6, B7 and B8 are acquired progressively through Levels 5 and 6, principally through the assignments and project work associated with the modules forming the structured course in each specialist area at these levels. Practical skills are developed through the teaching and learning course outlined above. C1 is introduced at Level 4 (Supporting Studies) and subsequently extended in lectures and developed in its use and application through problem-solving exercises, coursework assignments and projects at Levels 5 and 6. C2 is introduced at Level 4, (Supporting Studies) and subsequently extended in lectures and developed in its use and application through problem solving exercises, coursework assignments and projects at Levels 5 and 6. C3 to C5 are introduced at Level 4 and reinforced and developed throughout the course, and applied to specific surveying contexts through the assignments and project work associated with the module forming the structured programme in each specialist area at Levels 5 and 6. Transferable skills are developed through the teaching and learning course outlined above. D1 to D3 are taught at Level 4 and developed through the course in coursework, project work and presentations and in students’ individual learning. D4 is developed in group project work at each level. D5 is developed through time-constrained project work, time-constrained oral presentations and the setting of deadlines for coursework submission. D6 is supported by the provision of module guides and briefs for directed learning time.

D. Assessment

Testing of the knowledge base is through a combination of unseen written examinations, student-led seminars, written and analytical exercises, and individual and group projects. Opportunity is taken at all levels to use assessment to support the development of the student. B1 to B4 and B6 to B8 are principally assessed through time-constrained mid-semester tests, seminar presentations, problem-solving exercises, coursework assignments and projects. The development of B5 is assessed through essay-based assignments particularly at Levels 5 and 6. It is specifically assessed through the Dissertation (representing two credits) at Level 6.


Practical skills are assessment through coursework exercises, project reports and presentations. D1 is assessed by activities including seminar presentations and project presentations to ‘clients’ (oral), reports and essays (written), and elements in written and oral presentations and projects (visual). The basis of D2 is assessed by coursework, time-constrained tests and examination at Level 4 (Supporting Studies and Legal and Economic Context in Built Environment) and applications assessed at Levels 5 and 6 principally through coursework. D3 is assessed through its application by students to analysis and presentation of material incorporated into coursework and project reports. D4 is assessed through student participation in group activities and project work. D5 is assessed by mid-semester, time-contained tests of a variety of forms, examinations, time-constrained oral presentations, and generally through the requirement to submit coursework to a deadline. D6 is assessed by coursework assignments and examinations.

E. Academic Regulations

The University’s Academic Regulations apply for this course. Any course specific protocols will be identified here.

F. Entry Requirements

In order to be considered for entry to the course applicants must score a minimum of 120-128 UCAS points based on any combination of the following qualifications:

- A-levels/AS-levels/Vocational A-levels – 120-128 UCAS tariff points - BTEC National Certificate/Diploma (DMM) – All Merits at Level NIII or N/H - Scottish Highers – BBC - Irish Leaving Certificate – BBC (at higher Honours level) - International Baccalaureate – 24 points - European Baccalaureate – 6.0 points - Accredited Foundation Degree – a pass in eight modules (128 UCAS tariff points) - BTEC HNC/D – a pass in all modules (128 UCAS tariff points).

- Advanced Year 2 full-time entry and Year 3 par- time entry:

- Cognate Accredited Foundation Degree with over 65% result - Cognate BTEC HNC/D – all merits assessed at H2 level.

G. Course structure(s) Course overview - Students study 18 taught modules, with six modules at each level of study (Levels 4, 5 and 6). The course is delivered on a semester pattern, each semester being 15 weeks in duration. Each module of study is a self-contained part of the course and carries a single credit value (20 CAT). There are several modes or combination of modes of study: - Three years, full-time, taught over six semesters, three modules per semester. - Four years, sandwich, with a period of industrial training of not less than 36 weeks of supervised work experience interposed between Levels 5 and 6. - Five years, part-time, taught one day per week over ten semesters BSc (Hons) Building Surveying – Full time


Semester 1 Semester 2

Level 4 Construction, Technology and Materials 1 (compulsory)

20 Construction Practice A 20

Building Survey and Inspection (compulsory)

20 Legal and Economic Context in Built Environment (compulsory)

20

Building Services and Environmental Science (compulsory)

20 Construction Technology and Structures 2 (compulsory)

20

Level 5 Property Inspections, Repair and Maintenance (compulsory)

20 Sustainable Construction and Environment (compulsory)

20

Planning and Development Control (compulsory)

20 Theory of Style, Architectural Design and Conservation (compulsory)

20

Construction Contract Law (compulsory)

20 Estate and Property Asset Management (compulsory)

20

Level 6 Management of the Firm (compulsory)

20 Contract Administration (compulsory)

20

Project Management (compulsory)

20 Property Law and Valuation (compulsory)

20

European Construction and Property (compulsory)

20 Research Paper (compulsory)

20


BSc (Hons) Building Surveying – Part time

Semester 1 Semester 2

Year 1

Construction, Technology and Materials 1 (compulsory)

20 Legal and Economic Context in Built Environment (compulsory)

20

Construction

Practice A

20 {enter module title, optional/compulsory}

Year 2 Building Services and Environmental Science (compulsory)

20 Building Survey and Inspection (compulsory)

20

Construction Technology and Structures 2 (compulsory)

20 {enter module title, optional/compulsory}

{enter credit value}

Year 3 Sustainable Construction and Environment (compulsory)

20 Property Inspections, Repair and Maintenance (compulsory)

20

Construction Contract Law (compulsory)

20 Planning and Development Control (compulsory)

20

Year 4 Contract Administration (compulsory)

20 Estate and Property

Asset Management

(compulsory)

20

Theory of Style, Architectural Design and Conservation (compulsory)

20 European Construction and Property (compulsory)

20


Year 5

Management of the Firm (compulsory)

20 Research Paper (compulsory)

20

Property Law and Valuation (compulsory)

20 Project Management (compulsory)

20

Placements information

H. Course Modules There are direct entry points at Year 2 on the full-time course and Year 3 or 4 on the part-time course for holders of cognate HNC or HNDs. Students may transfer between modes of study during the course.

Module Code

Module Title

Level

Semeste

r

Credit value

Assessment

EBB-4-020 Construction, Technology and Materials

4 1 20 Report and MCT

EBB-4-050 Building Survey and Inspection

4 1 20 Fieldwork Assessment


EBB-4-070 Building Services and Environmental Science

4 1 20 Essay and MCT

BEA-4-484 Construction

Practice A

4 2 20 Multiple individual assignments

EBB-4-030 Legal and Economic Context in Built Environment

4 2 20 On Line MCT’s

EBB-4-090 Construction Technology and Structures

4 2 20 Report and MCT

EBB-5-040 Property Inspection, Repair and Maintenance

5 3 20 Individual assessment and portfolio

EBB-5-180 Planning and Development Control

5 3 20 Individual assessment

EBB-5-080 Construction Contract Law

5 3 20

BEA-5-489 Built

Environment

Sustainability

5 4 20 Group Assignment Exam

EBB-5-020 Theory of Architecture Design and Conservation

5 4 20 Presentation, report and essay

EBB-5-200 Estate and Property Asset Management

5 4 20 Group report and exam

EBB-6-030 Management of the Firm

6 5 20 Presentation and individual assessment

EBB-6-020 Project Management

6 5 20 Individual report and exam

EBB-6-130 European Construction and Property

6 5 20 Individual assignment and presentation

EBB-6-060 Contract Administration

6 6 20 Individual and group coursework and exam

EBB-6-120 Property Law and Valuation

6 6 20 Individual assignment and exam

EBB-6-011 Research Paper

6 6 20 Proposal and research project

I. Timetable information


- Confirmed timetables are normally available one month prior to the start of the course.

- Full time study will require attendance on multiple days (normally 2-3 days)

- Part Time study will be for one day per week

J. Costs and financial support Course related costs

- provide information about other course-related costs (explain what is and what is not included

in the tuition fees, e.g. such additional expenses as cost of books or other learning materials, specialist equipment, uniforms, clothing required for work placements, field trips, bench fees).

Tuition fees/financial support/accommodation and living costs - Information on tuition fees/financial support can be found by clicking on the following link -

http://www.lsbu.ac.uk/courses/undergraduate/fees-and-funding or - http://www.lsbu.ac.uk/courses/postgraduate/fees-and-funding - Information on living costs and accommodation can be found by clicking the following link-

https://my.lsbu.ac.uk/my/portal/Student-Life-Centre/International-Students/Starting-at-LSBU/#expenses

List of Appendices

Appendix A: Curriculum Map Appendix B: Educational Framework (undergraduate courses) Appendix C: Terminology

http://www.lsbu.ac.uk/courses/undergraduate/fees-and-funding

http://www.lsbu.ac.uk/courses/postgraduate/fees-and-funding




Appendix A: Curriculum Map This map provides a design aid to help course teams identify where course outcomes are being developed, taught and assessed within the course. It also provides a checklist for quality assurance purposes and may be used in validation, accreditation and external examining processes. Making the learning outcomes explicit will also help students to monitor their own learning and development as the course progresses.

Modules Course outcomes

Level

Title Code A1

A2

A3

A4

A5

A6

B1

B2

B3

B4

C1

C2

C3

C4

D1

D2

D3

D4

4 Construction, Technology and Materials 1

x x x

4 Building Survey and Inspection x x x x

4 Building Services and Environmental Science

x x x x

4 Construction Practice x x x x x x

4 Legal and Economic Context in Built Environment

x x

4 Construction Technology and Structures 2

x x x

5 Property Inspections, Repair and Maintenance

x x x

5 Planning and Development Control

x x x x

5 Construction Contract Law x x

5 Sustainable Construction and Environment

x x x x x x

5 Theory of Style, Architectural Design and Conservation

x x x

5 Estate and Property Asset Management

x x x x x

6 Management of the Firm x x x x x x

6 Project Management x x x x x

6 European Construction and Property

x x x


6 Contract Administration x x x x x x

6 Property Law and Valuation x

6 Research Paper x x x x x


Appendix B: Embedding the Educational Framework for Undergraduate Courses The Educational Framework at London South Bank University is a set of principles for

curriculum design and the wider student experience that articulate our commitment to the

highest standards of academic knowledge and understanding applied to the challenges of the

wider world.

The Educational Framework reflects our status as University of the Year for Graduate

Employment awarded by The Times and The Sunday Times Good University Guide 2018 and

builds on our 125 year history as a civic university committed to fostering social mobility

through employability and enterprise, enabling our students to translate academic achievement

into career success.

There are four key characteristics of LSBU’s distinctive approach to the undergraduate

curriculum and student experience:

• Develop students’ professional and vocational skills through application in industry-

standard facilities

• Develop our students’ graduate attributes, self-awareness and behaviours aligned to

our EPIIC values

• Integrate opportunities for students to develop their confidence, skills and networks into

the curriculum

• Foster close relationships with employers, industry, and Professional, Statutory and

Regulatory Bodies that underpin our provision (including the opportunity for

placements, internships and professional opportunities)

The dimensions of the Educational Framework for curriculum design are:

• informed by employer and industry needs as well as professional, statutory and

regulatory body requirements

• embedded learning development for all students to scaffold their learning through the

curriculum taking into account the specific writing and thinking requirements of the

discipline/profession

• high impact pedagogies that enable the development of student professional and

vocational learning through application in industry-standard or authentic workplace

contexts

• inclusive teaching, learning and assessment that enables all students to access and

engage the course

• assessment for learning that provides timely and formative feedback

All courses should be designed to support these five dimensions of the Educational

Framework. Successful embedding of the Educational Framework requires a systematic

approach to course design and delivery that conceptualises the student experience of the

curriculum as a whole rather than at modular level and promotes the progressive development

of understanding over the entire course. It also builds on a well-established evidence base

across the sector for the pedagogic and assessment experiences that contribute to high quality

learning.


This appendix to the course specification document enables course teams to evidence how

their courses meet minimum expectations, at what level where appropriate, as the basis for

embedding the Educational Framework in all undergraduate provision at LSBU.

Dimension of

the

Educational

Framework

Minimum expectations and rationale How this is achieved in the

course

Curricula

informed by

employer and

industry need

Outcomes focus and

professional/employer links

All LSBU courses will evidence the

involvement of external stakeholders in

the curriculum design process as well as

plan for the participation of employers

and/or alumni through guest lectures or

Q&A sessions, employer panels,

employer-generated case studies or

other input of expertise into the delivery

of the course provide students with

access to current workplace examples

and role models. Students should have

access to employers and/or alumni in at

least one module at level 4.

The course is fully accredited by

RICS and meets their individual

educational requirements. Guest

lectures are implemented where

practicable. Student

engagement and membership of

professional bodies is

encouraged.

The professional bodies are also

invited to talk during

Construction Practice lectures at

Level 4.

This course also forms an

integral part of the Building

Surveying apprenticeship

programme meeting the

published standards.

Embedded

learning

development

Support for transition and academic

preparedness

At least two modules at level 4 should

include embedded learning

development in the curriculum to

support student understanding of, and

familiarity with, disciplinary ways of

thinking and practising (e.g. analytical

thinking, academic writing, critical

reading, reflection). Where possible,

learning development will be normally

integrated into content modules rather

than as standalone modules. Other level

4 modules should reference and

reinforce the learning development to

aid in the transfer of learning.

All modules at level 4 are

designed to equip the student

with the skills, knowledge and

attributes required for success

at subsequent levels.

The construction practice

module develops the general

transferable core skills while

modules such as construction

technology, building survey and

inspection, environmental

science and law will give the key

understanding of principles

required to carry through to

subsequent years of study.

High impact

pedagogies

Group-based learning experiences

The capacity to work effectively in teams

enhances learning through working with

peers and develops student outcomes,

including communication, networking

and respect for diversity of perspectives

relevant to professionalism and

inclusivity. At least one module at level

4 should include an opportunity for

Elements of group based work

are common throughout the

course. This can be both

formative and summative but in

either case it is about

developing their ideas in a

collaborative way, sharing

knowledge and experience in

solving problems.


group working. Group-based learning

can also be linked to assessment at

level 4 if appropriate. Consideration

should be given to how students are

allocated to groups to foster experience

of diverse perspectives and values.

Inclusive

teaching,

learning and

assessment

Accessible materials, resources and

activities

All course materials and resources,

including course guides, PowerPoint

presentations, handouts and Moodle

should be provided in an accessible

format. For example, font type and size,

layout and colour as well as captioning

or transcripts for audio-visual materials.

Consideration should also be given to

accessibility and the availability of

alternative formats for reading lists.

Module co-ordinators provide

materials in an accessible

format as appropriate and are

encouraged to follow good

practice guidelines, including

making lecture notes and

additional materials available vis

the VLE prior to the lecture. A

few staff are also taking part in

the trial of lecture capture

equipment in developing a

further level of accessibility.

Assessment

for learning

Assessment and feedback to support

attainment, progression and retention

Assessment is recognised as a critical

point for at risk students as well as

integral to the learning of all students.

Formative feedback is essential during

transition into university. All first

semester modules at level 4 should

include a formative or low-stakes

summative assessment (e.g. low

weighted in final outcome for the

module) to provide an early opportunity

for students to check progress and

receive prompt and useable feedback

that can feed-forward into future

learning and assessment. Assessment

and feedback communicates high

expectations and develops a

commitment to excellence.

Most modules at Level 4 are

delivered long thin (ie. over two

semesters), this gives the

opportunity for much more

formative development to take

place and for additional support

to be given to students in their

early stages of development and

understanding.

Staff are encouraged to talk

about feedback more regularly

so that students recognise what

it is and get real benefit from it.

High impact

pedagogies

Research and enquiry experiences

Opportunities for students to undertake

small-scale independent enquiry enable

students to understand how knowledge

is generated and tested in the discipline

as well as prepare them to engage in

enquiry as a highly sought after

outcome of university study. In

preparation for an undergraduate

dissertation at level 6, courses should

provide opportunities for students to

As a student progresses through

the course they will be

developing the ability to

undertake research in a

meaningful way. This is done via

various assessment techniques

and questioning, students are

often asked to explore real world

problems or if employed to use

examples they are familiar with

in developing their


develop research skills at level 4 and 5

and should engage with open-ended

problems with appropriate support.

Research opportunities should build

student autonomy and are likely to

encourage creativity and problem-

solving. Dissemination of student

research outcomes, for example via

posters, presentations and reports with

peer review, should also be considered.

understanding and exploring

new ideas.

This culminates in the Level 6

research project where they are

asked to independently fully

research a case study in a given

area and explore creative and

innovative solutions to

problems.

Curricula

informed by

employer and

industry need /

Assessment

for learning

Authentic learning and assessment

tasks

Live briefs, projects or equivalent

authentic workplace learning

experiences and/or assessments enable

students, for example, to engage with

external clients, develop their

understanding through situated and

experiential learning in real or simulated

workplace contexts and deliver outputs

to an agreed specification and deadline.

Engagement with live briefs creates the

opportunity for the development of

student outcomes including excellence,

professionalism, integrity and

creativity. A live brief is likely to

develop research and enquiry skills and

can be linked to assessment if

appropriate.

The use of live briefs and

industry related briefs are

encouraged, students find them

more engaging and are more

likely to research the topics in a

more meaningful way.

Many of the management style

modules use real life scenarios

in order to give the most

authentic experience, this often

includes briefs that mean you

are responding to the clients

instructions in your assignment.

Inclusive

teaching,

learning and

assessment

Course content and teaching methods

acknowledge the diversity of the student

cohort

An inclusive curriculum incorporates

images, examples, case studies and

other resources from a broad range of

cultural and social views reflecting

diversity of the student cohort in terms

of, for example, gender, ethnicity,

sexuality, religious belief, socio-

economic background etc. This

commitment to inclusivity enables

students to recognise themselves and

their experiences in the curriculum as

well as foster understanding of other

viewpoints and identities.

In lectures staff are encouraged

to use a wide range of examples

and case studies to better

represent the student body. In

this context it is often giving

comparative examples of other

countries and methodologies

which they employ, this not only

gives a better context but often

leads to lively, constructive

debates.

Curricula

informed by

employer and

industry need

Work-based learning

Opportunities for learning that is

relevant to future employment or

undertaken in a workplace setting are

The full time course offers the

option of a sandwich year after

year 2 which provides the

additional experiential


fundamental to developing student

applied knowledge as well as

developing work-relevant student

outcomes such as networking,

professionalism and integrity. Work-

based learning can take the form of

work experience, internships or

placements as well as, for example,

case studies, simulations and role-play

in industry-standards settings as

relevant to the course. Work-based

learning can be linked to assessment if

appropriate.

knowledge which should provide

better employment

opportunities.

Students are encouraged to

make use of the job shop at

LSBU in seeking internships or

other part time work to

supplement their studies. For

those that want it this may also

take place overseas as part of

the Erasmus scheme.

Embedded

learning

development

Writing in the disciplines: Alternative

formats

The development of student awareness,

understanding and mastery of the

specific thinking and communication

practices in the discipline is fundamental

to applied subject knowledge. This

involves explicitly defining the features

of disciplinary thinking and practices,

finding opportunities to scaffold student

attempts to adopt these ways of thinking

and practising and providing

opportunities to receive formative

feedback on this. A writing in the

disciplines approach recognises that

writing is not a discrete representation of

knowledge but integral to the process of

knowing and understanding in the

discipline. It is expected that

assessment utilises formats that are

recognisable and applicable to those

working in the profession. For example,

project report, presentation, poster, lab

or field report, journal or professional

article, position paper, case report,

handbook, exhibition guide.

Throughout the course as well

as providing different

assessment styles students are

commonly asked to produce

work in a wide range of formats

as they would in the workplace.

For this subject area the wide

use of presentations, project

work, posters and reports

reflects the external

expectations and better

prepares the students for these

challenges.

High impact

pedagogies

Multi-disciplinary, interdisciplinary or

interprofessional group-based learning

experiences

Building on experience of group working

at level 4, at level 5 students should be

provided with the opportunity to work

and manage more complex tasks in

groups that work across traditional

disciplinary and professional boundaries

Although limited cross

disciplinary working directly

appears on the course elements

are being integrated. Subjects

such as Building Information

Modelling encourage cross-

disciplinary and collaborative

working in order to be

successful and as such the


and reflecting interprofessional work-

place settings. Learning in multi- or

interdisciplinary groups creates the

opportunity for the development of

student outcomes including inclusivity,

communication and networking.

deeper understanding of needs

and requirements of other

disciplines are beginning to

grow.

Assessment

for learning

Variation of assessment

An inclusive approach to curriculum

recognises diversity and seeks to create

a learning environment that enables

equal opportunities for learning for all

students and does not give those with a

particular prior qualification (e.g. A-level

or BTEC) an advantage or

disadvantage. An holistic assessment

strategy should provide opportunities for

all students to be able to demonstrate

achievement of learning outcomes in

different ways throughout the course.

This may be by offering alternate

assessment tasks at the same

assessment point, for example either a

written or oral assessment, or by

offering a range of different assessment

tasks across the curriculum.

You will find a variation of

assessment styles and

strategies across the course and

at different levels.

Coursework may be in the form

of a report, essay, presentation

or in class tests. In a number of

modules there are also

elements of groupwork to

encourage collaboration and

understanding. In some subjects

independent research is also

being used to enhance critical

thinking.

Examinations are also used and

may take various forms from

MCT’s to short in class tests or

the more formal end of module

examinations as appropriate.

Curricula

informed by

employer and

industry need

Career management skills

Courses should provide support for the development of career management skills that enable student to be familiar with and understand relevant industries or professions, be able to build on work-related learning opportunities, understand the role of self-appraisal and planning for lifelong learning in career development, develop resilience and manage the career building process. This should be designed to inform the development of excellence and professionalism.

Curricula

informed by

employer and

industry need /

Assessment

for learning /

High impact

pedagogies

Capstone project/dissertation

The level 6 project or dissertation is a

critical point for the integration and

synthesis of knowledge and skills from

across the course. It also provides an

important transition into employment if

the assessment is authentic, industry-

facing or client-driven. It is

recommended that this is a capstone

experience, bringing together all

learning across the course and creates

For the level 6 research project

module students are given a

choice of industry relevant

subjects areas and case studies

to select from, which they then

fully research while supported

by a supervisor who can provide

valuable guidance. The student

is encouraged to seek solutions

to real world problems and to


the opportunity for the development of

student outcomes including

professionalism, integrity and

creativity.

engage with industry where

possible in developing these.

Appendix C: Terminology [Please provide a selection of definitions according to your own course and context to help prospective students who may not be familiar with terms used in higher education. Some examples are listed below]

awarding body a UK higher education provider (typically a university) with the power to award higher education qualifications such as degrees

bursary a financial award made to students to support their studies; sometimes used interchangeably with 'scholarship'

collaborative provision a formal arrangement between a degree-awarding body and a partner organisation, allowing for the latter to provide higher education on behalf of the former

compulsory module a module that students are required to take

contact hours the time allocated to direct contact between a student and a member of staff through, for example, timetabled lectures, seminars and tutorials

coursework student work that contributes towards the final result but is not assessed by written examination

current students students enrolled on a course who have not yet completed their studies or been awarded their qualification

delivery organisation an organisation that delivers learning opportunities on behalf of a degree-awarding body

distance-learning course a course of study that does not involve face-to-face contact between students and tutors


extracurricular activities undertaken by students outside their studies

feedback (on assessment) advice to students following their completion of a piece of assessed or examined work

formative assessment a type of assessment designed to help students learn more effectively, to progress in their studies and to prepare for summative assessment; formative assessment does not contribute to the final mark, grade or class of degree awarded to students


higher education provider organisations that deliver higher education

independent learning learning that occurs outside the classroom that might include preparation for scheduled sessions, follow-up work, wider reading or practice, completion of assessment tasks, or revision

intensity of study the time taken to complete a part-time course compared to the equivalent full-time version: for example, half-time study would equate to 0.5 intensity of study

lecture a presentation or talk on a particular topic; in general lectures involve larger groups of students than seminars and tutorials

learning zone a flexible student space that supports independent and social earning

material information information students need to make an informed decision, such as about what and where to study

mode of study different ways of studying, such as full-time, part-time, e-learning or work-based learning

modular course a course delivered using modules

module a self-contained, formally structured unit of study, with a coherent and explicit set of learning outcomes and assessment criteria; some providers use the word 'course' or 'course unit' to refer to individual modules

national teaching fellowship a national award for individuals who have made an outstanding impact on student learning and the teaching profession

navigability (of websites) the ease with which users can obtain the information they require from a website

optional module a module or course unit that students choose to take

performance (examinations) a type of examination used in performance- based subjects such as drama and music

professional body an organisation that oversees the activities of a particular profession and represents the interests of its members

prospective student those applying or considering applying for any programme, at any level and employing any mode of study, with a higher education provider


regulated course a course that is regulated by a regulatory body

regulatory body an organisation recognised by government as being responsible for the regulation or approval of a particular range of issues and activities

scholarship a type of bursary that recognises academic achievement and potential, and which is sometimes used interchangeably with 'bursary'

semester either of the parts of an academic year that is divided into two for purposes of teaching and assessment (in contrast to division into terms)

seminar seminars generally involve smaller numbers than lectures and enable students to engage in discussion of a particular topic and/or to explore it in more detail than might be covered in a lecture

summative assessment formal assessment of students' work, contributing to the final result

term any of the parts of an academic year that is divided into three or more for purposes of teaching and assessment (in contrast to division into semesters)

total study time the total time required to study a module, unit or course, including all class contact, independent learning, revision and assessment

tutorial one-to-one or small group supervision, feedback or detailed discussion on a particular topic or project

work/study placement a planned period of experience outside the institution (for example, in a workplace or at another higher education institution) to help students develop particular skills, knowledge or understanding as part of their course

workload see 'total study time'

written examination a question or set of questions relating to a particular area of study to which candidates write answers usually (but not always) under timed conditions


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